Title: TEACHERS’ CHALLENGES IN HANDLING STUDENTS AT RISK OF DROPPING OUT (SARDO) AMONG NATIONAL HIGH SCHOOLS IN DARAGA, ALBAY
Authors:
Jodie A. Llamasares and Remeline E. Bausa,EdD
Abstract:
This mixed-method research delves into the multifaceted challenges teachers face in addressing the needs of students at risk of dropping out from National High Schools (NHS) in Daraga District. Utilizing a survey questionnaire as research instrument, the study delves into the status of dropout rates across identified schools. It delves deeper into the underlying factors influencing dropout phenomena. Notably, the investigation encapsulates the intricate interplay of various factors such as peer influence, family dynamics, personal characteristics, and the quality of teacher-student interactions. The findings unearth substantial variations in dropout rates among the schools, underscoring the necessity for tailored interventions that are attuned to the unique contexts of each educational setting. Particularly noteworthy is the revelation that family dynamics emerge as the predominant factor contributing to dropout rates, emphasizing the imperative for establishing support systems and implementing targeted interventions to address familial influences. Moreover, the research sheds light on the efficacy of various intervention strategies, with individualized mentorship as the most impactful approach, followed by varied teaching techniques, counselling and support services, and specialized academic assistance. These findings hold profound implications for informing the design and implementation of evidence-based interventions tailored to meet the diverse needs of students, thereby fostering their academic commitment and enhancing student retention rates in NHS settings.
Keywords: Teachers’ challenges, SARDO, Interventions, Mixed-method, Daraga District.
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